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As education and training providers grapple with increasing demand for micro-credentials, guidance on how to improve providers' capacity and capability to deliver a high standard of learning along with profitable outcomes is needed. This study sought to develop a maturity model that could assist higher education providers in distinguishing their stage of development for delivering micro-credentials and provide guidance on activities to advance micro-credential maturity. A survey of Australasian higher education providers validated the developed model and provided an indicator of the sector's maturity and ability to meet the increasing demand for micro-credentials. The model's domains of quality, resourcing, standards and strategy were identified as least mature across the sector. Technical infrastructure, namely a shopfront, credentialing system and platform for delivering micro-credentials was found to be the most mature. There is future scope to refine and extend the validity of the model through testing and standardisation with comparable international sectors. [ABSTRACT FROM AUTHOR]

Micro-credential is gaining prominence among higher education institutions in the Asian region to provide opportunities for lifelong learning and to address the gap between industry needs and the skills of different professionals and skilled workers. This study aims to propose a quality assurance (QA) framework to ensure the quality of micro-credentials offered by three collaborating universities from Japan and Philippines. The proposed QA framework could be used to assess the quality of microcredentials in terms of design, content, learning experiences, learning environment, and assessment. The framework could also be used to evaluate the implementation of micro-credentials by other higher education institutions. [ABSTRACT FROM AUTHOR]

This paper introduces adult education practitioners to micro-credentials that can be used in the teaching process. Teachers are already involved in online training essential for their professional development, and many of them are striving to increase their digital literacy. The use of comics in digital form can significantly improve the educational results of learners, and at the same time improve the ICT skills of teachers. Today's individualized approach to teacher training means that anyone can access online courses that interest them. The literature has confirmed the value of different forms of comics at all levels of formal education, where positive experiences in learning English stand out. Online learning platforms offer a variety of courses and video lessons in the field of digital comics, focusing on the benefits of using it in the teaching process. Smaller countries such as Serbia understand the importance of the development and application of digital technologies in education, so the number of courses for this segment of professional development is gradually increasing. [ABSTRACT FROM AUTHOR]

The Internet of Things (IoT) is a crucial course in Information Technology programs, merging electronic circuit concepts with programming skills to create interconnected devices. This study aimed to design a Malaysian Community College micro-credential curriculum for IoT by identifying relevant theoretical and practical topics and miniprojects. A need for a micro-credential module with suitable instructional materials was identified, enabling learners to apply theoretical concepts through mini-projects. Using the Fuzzy Delphi (FD) method, data from 19 experts via semi-structured interviews were analyzed to design the Fuzzy Delphi instrument. This instrument was distributed to 30 industry experts and academic practitioners, who ranked the elements on a five-point Likert scale. Fuzzy evaluation to establish consensus for inclusion requires an average expert agreement of 75%, a d-construct threshold of 0.2, and an average fuzzy number of 0.5. Consensus was reached for six out of nine theoretical topics and nine out of 13 practical topics. "Fundamental concepts of IoT" was deemed the most critical theoretical topic with 97% consensus, while "basic connectivity of IoT hardware" was the top practical topic with 100% consensus. For mini-projects, experts accepted two out of nine theoretical topics and nine out of 13 hands-on topics. The top authentic projects were "Air Quality Monitoring" and "Smart Home Security", with 83% and 80% consensus, respectively. This study lays the groundwork for developing learning outcomes and assessment strategies for a micro-credential course on IoT at Community Colleges to equip TVET students with industry-relevant competencies, thus making them more employable. [ABSTRACT FROM AUTHOR]

In higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These microlearning challenges were embedded in a higher education course to engage learners in brief, self-directed learning tasks that served as extensions of course content. The microlearning system in this case study, called “tech-flex challenges,” was optional and implemented across five sections of an educational technology course for preservice teachers at a public university in the United States. Findings show that students had favorable perceptions of the system, but low participation rates. Students who completed microlearning challenges enjoyed them and were more likely to engage for learning purposes than to earn a micro-credential. Instructors also viewed the challenges favorably, but suggested that they should be woven into the course as a mandatory element to foster greater attention and participation.

Clinical Research Professionals (CRPs) are essential members of the Clinical and Translational Research Workforce. Many academic medical institutions struggle to recruit and retain these vital team members. One strategy to increase job satisfaction and promote the retention of CRPs is through educational initiatives that provide training and professional development. The South Carolina Clinical and Translational Research (SCTR) Institute Workforce Development (WD) team at the Medical University of South Carolina (MUSC) developed several trainings as part of our larger educational portfolio for CRPs. In 2022 WD implemented a digital badge micro-credential for SCTR's Core Clinical Research Training (CCRT) course in collaboration with institution-wide education and technology offices. Beginning in January 2023, individuals were able to earn the CCRT Certified Digital Badge upon successful completion of the CCRT course. [ABSTRACT FROM AUTHOR]

In higher education, learners often look to instructors to guide their learning process along a prescribed path. This case study explores how 85 students, and their 5 instructors, experienced a microlearning system consisting of microlearning challenges and corresponding micro-credentials. These microlearning challenges were embedded in a higher education course to engage learners in brief, self-directed learning tasks that served as extensions of course content. The microlearning system in this case study, called "tech-flex challenges," was optional and implemented across five sections of an educational technology course for preservice teachers at a public university in the United States. Findings show that students had favorable perceptions of the system, but low participation rates. Students who completed microlearning challenges enjoyed them and were more likely to engage for learning purposes than to earn a micro-credential. Instructors also viewed the challenges favorably, but suggested that they should be woven into the course as a mandatory element to foster greater attention and participation. [ABSTRACT FROM AUTHOR]

This article explores the use of digital badges as a tool for educating clinical research coordinators (CRCs). The New Jersey Alliance for Clinical and Translational Science (NJ ACTS) developed a digital badge for CRCs, focusing on key domains in the field. Pilot testing of the badge showed that it effectively introduced individuals to the profession and met the necessary competencies. The authors are currently conducting further research to assess the badge's value in job acquisition, performance, and career growth. [Extracted from the article]

This study explored the multiple intelligence representation in the microcredentials designed by Malaysian educators and the reasons for integrating multiple intelligences in their course materials. The study was guided by the eight indicators of multiple intelligences suggested by Howard Gardner. We conducted in-depth qualitative interviews with 20 educators from a university in the northern region of Malaysia. The thematic analysis guided by Braun and Clarke shows a number of reasons why educators included the indicators in designing their content for micro-credential. Educators generally demonstrated that they used all the multiple intelligences indicators in designing the microcredentials. The findings are encouraging and suggest that all eight intelligences can be included in designing micro-credentials to enhance students' learning experiences with the help of technology. Finally, the authors suggest a pedagogical framework that can be considered by educators who intend to design the micro-credentials. [ABSTRACT FROM AUTHOR]

Clinical Research Professionals (CRPs) are essential members of the Clinical and Translational Research Workforce. Many academic medical institutions struggle to recruit and retain these vital team members. One strategy to increase job satisfaction and promote the retention of CRPs is through educational initiatives that provide training and professional development. The South Carolina Clinical and Translational Research (SCTR) Institute Workforce Development (WD) team at the Medical University of South Carolina (MUSC) developed several trainings as part of our larger educational portfolio for CRPs. In 2022 WD implemented a digital badge micro-credential for SCTR’s Core Clinical Research Training (CCRT) course in collaboration with institution-wide education and technology offices. Beginning in January 2023, individuals were able to earn the CCRT Certified Digital Badge upon successful completion of the CCRT course.

Digital badges can provide condensed competency-based knowledge enabling individuals a chance to explore specialized careers in clinical research. A digital badge can be an efficient pathway to introduce clinical research job roles and educate a larger diverse workforce for clinical research coordinator positions at AMCs. The New Jersey Alliance for Clinical and Translational Science (NJ ACTS) developed a digital badge with potential to broaden exposure to training opportunities for CRCs and improve their prospects for a career at Rutgers. This paper describes the development of a digital badge introducing individuals to the clinical research profession, especially for those who aspire to become a CRC. The badge was designed to include five domains (Scientific Concepts and Research Design, Ethical and Participant Safety Considerations, Clinical Study Operations and Site Management, and Data Management and Informatics). Participants assessed the badge for accuracy and presentation level. The results demonstrated that the competencies were met, and content was appropriate for someone with limited knowledge of clinical research. Survey results along with the Difficulty Index and Discrimination Index calculated for quiz questions supported the badge rank as foundational. Research is ongoing to evaluate the value of the badge to job acquisition, performance, and career growth.

The Fourth Industrial Revolution and the internationalization of education require educational institutions to develop creative and innovative programs that are relevant and responsive to the needs and context of the people. This study proposes an inter-university model for designing micro-credentials in various fields in Japan and the Philippines. The proposed model is drawn from the experiences and expertise of three collaborating universities from Japan and the Philippines. The collaboration model also advocates microcredentials that are designed based on the expressed needs of the potential learners and stakeholders, the expertise of faculty members, available resources, and the mandates of the universities. The study also proposed a typology for classifying micro-credentials which is useful in crafting policies in the design and implementation of micro-credentials. The proposed typology is beneficial in identifying expectations, learning outcomes, contents, delivery modes, and assessment, and in developing a credit system for micro-credentials. [ABSTRACT FROM AUTHOR]

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Systemic racism and a lack of cultural safety measures in public health systems across Canada have led professionals in this field to form unconscious discriminatory practices towards Indigenous Peoples. In partnership with a public health unit (PHU) in Ontario, Canada, we developed and pilot-tested an intensive online Indigenous cultural safety micro-credential provided to public health professionals working with local First Nations communities and urban Indigenous Peoples. Collaborating with Elders, Knowledge Keepers and Indigenous community members, the Indigenous cultural safety micro-credential highlights the strengths of the community, provides local Indigenous history including treaties, and ensures public health staff are aware of Indigenous protocols and cultural safety terminology. Indigenous community members were filmed and edited for the final micro-credential offering. An Indigenous online cultural safety micro-credential provided knowledge of Indigenous worldviews, socio-political history and contemporary issues while engaging the learner in self-reflection on the 3Ps: power, privilege, and positionality. The development of an online Indigenous cultural safety micro-credential for a small public health unit in Ontario, Canada provided basic knowledge for collaborating with Indigenous Peoples in a culturally respectful way to move towards increased awareness of including Indigenous Peoples in planning, developing and providing appropriate public health programs, services and policies. [ABSTRACT FROM AUTHOR]

The development of human resources capable of promoting digital transformation and green transformation is essential for achieving the Sustainable Development Goals and creating innovation. In this social context, COVID-19 has accelerated the digital transformation efforts of society and higher education institutions. Micro-credentials are attracting attention as a means of lifelong learning through flexible learning methods and certification of learning outcomes. Based on an international survey of frameworks of micro-credential, we propose an initiative for quality assurance and international mutual recognition of micro-credentials. Furthermore, the micro-credential design and implementation were shown at the Japanese Society for Engineering Education, and the prospects for international industryacademia collaboration in education and the use of micro-credentials were presented. [ABSTRACT FROM AUTHOR]

In navigating the current climate of higher education in the United States, university faculty and staff are increasingly tasked with doing more with less. In this article, we explore the value of micro-credentials as a way to benefit both students and universities. We include an account of the successful creation of several graduate certificate programs that exist as subsets of a Master of Science in Leadership program. The authors also share reflections on the challenges and opportunities realized during the process of designing these certificates and suggestions for the application of micro-credentials in various settings. [ABSTRACT FROM AUTHOR]

Simulations provide a unique opportunity to practice newly acquired skills in a low risk environment. For this reason, simulations have historically been used in preservice teacher education programs to enable student teachers to apply generalized pedagogical practices. This pilot study examined how simulations could be integrated with inservice teachers as an assessment of content-specific instructional practices covered in a professional development program. The study utilized two nationally recognized simulation platforms and included a preliminary investigation of validity of the simulation assessments, a comparison of participant performance on the simulation assessment to the standard module assessment, and a comparison of the usability and feasibility of each platform for future assessments. While results suggest that simulation platforms are a promising means of conducting content-specific assessments, current limitations of such platforms may challenge their large-scale usage as part of a professional development program. [ABSTRACT FROM AUTHOR]

While Higher Education Institutes have traditionally viewed awards as a result of ECTS (European Credit Transfer System) credit accumulation, in recent years the recognition of smaller parcels of learning has become popular. Micro-credentials and digital badges are a relatively new concept and lend themselves to a wide variety of educational knowledge, skills and competence achievement, furthermore, they could help certify the outcomes of small, tailored learning experiences. While they are usually regarded as distinct from ECTS credits, some universities have also formalized a connection between the two. They can be used in a variety of settings and offer a flexible and reliable means of capturing continuous professional development. This article considers the development of micro-credentials examining their potential and scope while proposing a distinction between the former and digital badges. The article presents several design models for micro-credentials and digital badges including examples of use in practice toward measurable and achievable learning outcomes. Examining the scope and path to realizing micro-credentials, taking into consideration the European Commission's recommendations on micro-credentials, this article aims to inform best practice for micro-credential design and digital badge design. [ABSTRACT FROM AUTHOR]

Cultural safety training is a resource that healthcare institutions and staff can rely on to end anti-Indigenous racism in their organisations and to shift service providers' attitudes, beliefs, and knowledge of Indigenous people. The aim of this study was to understand the initial knowledge and interest about Indigenous Peoples that a southern Ontario public health unit's (PHU) staff hold. A cultural safety micro-credential project was developed in consultation with the PHU. An online survey was administered from January to March 2021 to those who were starting the micro-credential during this timeframe (n = 31). Thirty-one staff responded. A majority of the participants indicated that they had some knowledge of Indigenous Peoples and that this knowledge was relevant to their work. The number of interactions with Indigenous Peoples varied by role. Common themes for the open-ended responses included culture, relationships, and supports/services. Many of the open-ended responses highlighted feelings of not knowing enough and wanting to learn more about Indigenous Peoples. These results indicate a shift in attitudes, behaviours, and knowledge of Indigenous Peoples among the PHU staff. Cultural safety training can serve to address knowledge gaps and contribute to creating the systemic change needed to end anti-Indigenous racism in healthcare institutions. [ABSTRACT FROM AUTHOR]

Abstract Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students’ digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new “normal” classes for a pre-service teacher’s instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning.

Abstract Increasingly, among international organizations concerned with unemployment rates and industry demands, there is an emphasis on the need to improve graduates’ employability skills and the transparency of mechanisms for their recognition. This research presents the Employability Skills Micro-credentialing (ESMC) methodology, designed under the EPICA Horizon 2020 (H2020) project and tested at three East African universities, and shows how it fosters pedagogical innovation and promotes employability skills integration and visibility. The methodology, supported by a competency-based ePortfolio and a digital micro-credentialing system, was evaluated using a mixed-method design, combining descriptive statistics and qualitative content analysis to capture complementary stakeholder perspectives. The study involved the participation of 13 lecturers, 169 students, and 24 employers. The results indicate that the ESMC methodology is a promising approach for supporting students in their transition from academia to the workplace. The implementation of the methodology and the involvement of employers entails rethinking educational practices and academic curricula to embed employability skills. It enables all actors to broaden their understanding of the relationship between higher education and the business sector and to sustain visibility, transparency, and reliability of the recognition process. These findings indicate that there are favourable conditions in the region for the adoption of the approach, which is a meaningful solution for the stakeholder community to address the skills gap.

At present, there is limited understanding of cybersecurity micro-credentials and their impact on K-12 teachers. This work evaluates a university's development of a computing-based learning and teaching environment for K-12 teachers, focusing on a set of cybersecurity micro-credential modules that we encapsulate within micro-credential professional development (PD) opportunities. This ongoing work consists of two pilot studies (Pilot 1 and Pilot 2) over an academic year (2020–2021) that engaged 21 K-12 teachers. The research questions explore the benefits and challenges of the cybersecurity micro-credential PD. The authors developed two modules for Pilot 1: Introduction to Cybersecurity (Module 0) and the Confidentiality, Integrity, and Availability (CIA) Triad (Module 1). There were nine K-12 teachers enrolled in the Pilot 1 course, with five participating in all aspects of the pilot study. The authors developed three more modules for Pilot 2: Abstraction (Module 2), Modularity (Module 3), and Least Privilege (Module 4). The authors utilized quantitative and qualitative data collection via four methods: 1) Assessment and lesson plan scores (quantitative); 2) thirteen semi-structured interviews (qualitative); 3) two bi-weekly progress reports (qualitative) and 4) two focus groups (qualitative). They assessed teachers' knowledge gains in specific cybersecurity and computing. The authors coded interview question answers, focus group notes, and biweekly progress report summaries and grouped them into major themes by searching descriptive words. This research study showcases innovative tools (i.e., micro-credential modules) for teaching cybersecurity. Lastly, the authors describe a method to deliver cybersecurity content through a micro-credential based on virtual PD for K–12 teachers. The main limitation in this work is the small sample size.

Micro-credentials have gained much popularity in recent years, and their popularity has skyrocketed due to emergency remote teaching instigated by the pandemic. It has been defined as a platform that provides credentials based on validated competencies. Nevertheless, in Malaysian HEI, such a concept is still novel and identifying insights on the benefits, challenges, and application are still scarce. Similarly, it was observed that there is a lack of observation on how students' digital learning identity and their perception of professional relevance are influenced by such platform. Henceforth, based on the adapted enriched virtual model approach, a micro-credentials course was implemented to complement the new "normal" classes for a pre-service teacher's instructional design course. A mixed-method triangulation design was used to explore the qualitative findings operationalized by open-ended questions (N = 74) with data obtained from the Digital Learning Identity Survey (DLIS) and Constructivist On-Line Learning Environment Survey (COLLES) (N = 72). The findings indicated that respondents had an overall positive perception of the use of micro-credentials to complement and overcome online learning challenges mainly due to substandard internet connectivity; nevertheless, they are unaware of the value of such credentials in their future profession. Conversely, their new identity as digital learners and experiences with a blended approach of online learning, especially with micro-credentials, was successful in shaping their identity as aspiring educators that embrace technology for teaching and learning. [ABSTRACT FROM AUTHOR]

Increasingly, among international organizations concerned with unemployment rates and industry demands, there is an emphasis on the need to improve graduates’ employability skills and the transparency of mechanisms for their recognition. This research presents the Employability Skills Micro-credentialing (ESMC) methodology, designed under the EPICA Horizon 2020 (H2020) project and tested at three East African universities, and shows how it fosters pedagogical innovation and promotes employability skills integration and visibility. The methodology, supported by a competency- based ePortfolio and a digital micro-credentialing system, was evaluated using a mixed-method design, combining descriptive statistics and qualitative content analysis to capture complementary stakeholder perspectives. The study involved the participation of 13 lecturers, 169 students, and 24 employers. The results indicate that the ESMC methodology is a promising approach for supporting students in their transition from academia to the workplace. The implementation of the methodology and the involvement of employers entails rethinking educational practices and academic curricula to embed employability skills. It enables all actors to broaden their understanding of the relationship between higher education and the business sector and to sustain visibility, transparency, and reliability of the recognition process. These findings indicate that there are favourable conditions in the region for the adoption of the approach, which is a meaningful solution for the stakeholder community to address the skills gap. [ABSTRACT FROM AUTHOR]

Background: As technology advances, the gap between learning and doing continues to close—especially for frontline academic faculty and clinician educators. For busy clinician faculty members, it can be difficult to find time to engage in skills and professional development. Competing interests between clinical care and various forms of academic work (e.g., research, administration, education) all create challenges for traditional group‐based and/or didactic faculty development. Methods: The authors engaged in a synthetic narrative review of literature from several unrelated fields: learning technologies, medical education/health professions education, general/higher education. The aim for this review was to synthesize this pre‐existing literature to propose a new conceptual model. Results: The authors propose a new conceptual model, the Just‐In‐Time Learning Loop, to guide the development of online faculty development for just‐in‐time delivery. Conclusions: The Just‐In‐Time Learning Loop is a new conceptual framework that may be of use to those engaging in online, digital learning design. Faculty developers, especially in emergency medicine, can integrate leading concepts from the technology‐enhanced learning field (e.g., microlearning, micro‐credentialing, badging) to create new types of learning experiences for their end‐users. [ABSTRACT FROM AUTHOR]

This case-study describes the development of cross-disciplinary instruction for entrepreneurial information literacy. Growing out of a developing relationship between an academic library and Blackstone LaunchPad, this program addressed specific needs related to undergraduate international student participation in an inclusive entrepreneurship micro-credential program. A collaborative team of librarians developed a three-part workshop series to provide students with the necessary resources to navigate market research, patents and standards information, and the process of data visualization. Outcomes included successful student engagement, increased student awareness of significant library resources for entrepreneurship, and a stronger partnership between the library and Blackstone LaunchPad. [ABSTRACT FROM AUTHOR]

This second Open Praxis issue in 2021 includes seven research papers.

In 2013, the University of Glasgow published an e-learning strategy, setting out a vision for the university's digital education delivery between 2013 and 2020. The strategy's aim, in part, was the creation of personalised, interactive and feedback-rich courses, and staff were noted as key enablers of the strategic priorities. As a result of this strategy, several initiatives were developed, including the creation of massive open online courses (MOOCs) and the implementation of the Blended and Online Learning Development (BOLD) project. These led to the creation of fully online postgraduate taught (PGT) master's programmes, blended undergraduate courses, and eventually, the creation of a Digital Education Unit. More recently, microcredential courses have been developed, which bridge the gap between MOOCs and full online accredited programmes. Finally, in 2020, the COVID-19 pandemic led to the rapid pivot to remote teaching. In this article, we describe the roles, challenges and opportunities of early adopters in a number of these initiatives across the university through the authors' lenses, giving a reflective account of our lessons learnt and recommendations for staff involved in similar initiatives. [ABSTRACT FROM AUTHOR]

This second Open Praxis issue in 2021 includes seven research papers. [ABSTRACT FROM AUTHOR]

Micro-credentials are making an impact on the university course curriculums. Industry partners have increasingly indicated that students exit university with inadequate 'soft skills' such as team work, leadership and digital literacy skills. Micro-credentials are now being viewed favourably as a platform to address this deficit in workplace skills. Universities are now expending considerable time identifying industry skill gaps to provide students with the attributes that will serve for a successful transition to the world of work. This article addresses the development of an academic integrity awareness micro-credential for new student entrants to university. The trial of this micro-credential provides students with foundational skills in understanding the academic world, subsequently providing the advantage required for a successful transition to industry. [ABSTRACT FROM AUTHOR]

The goal of this study is to provide a systemic review and evaluation of the existing MOOCs and Micro-credentials in the area of entrepreneurship, adding to the current state of research on online entrepreneurship education. The study is based on desk research consisting of literature review as well as comparative analysis and systemic review of entrepreneurship MOOC and Micro-credentials. Two MOOC aggregators Class Central and MOOC List as well as five MOOC platforms, Coursera, edX, FutureLearn, Udacity and Kadenze, have been used to identify the existing courses. The main comparison criteria in both analyses have been: course focus, format, length, fees and language. Key research findings indicate that the majority of the current MOOCs and Micro-credentials devoted to entrepreneurship focus on start-ups and universal entrepreneurial skills. The area of firm-level entrepreneurship remains most unaddressed by MOOCs. Two MOOC platforms Coursera and edX lead at this early development stage of Micro-credentials. The Micro-credential offer is growing rapidly, responding to the learner preferences of modularity, stackability and competence based education. This study aims to contribute to the analysis of new developments within online entrepreneurship education. The findings present valuable practical implications, especially relevant for MOOC providers and creators for evaluating their current entrepreneurship education offer, in order to identify possible gaps and opportunities for future online courses, credentials and degrees.

The purpose and rise of formal academic programs in gerontology at colleges and universities has been well documented over the last fifty years. What has been less well-documented is the rise of alternative pathways to gerontology training and gerontological competence, including micro-credentialing. Micro-credentials (MCs) are intended to provide quick-to-complete, competency-based education around specific topics to demonstrate relevant skills to employers. Little is known about the prevalence of micro-credentialing related to gerontology. To address this gap, we conducted an environmental scan of existing aging-related micro-credentialing opportunities. We identified 89 MCs with an explicit aging focus, applied strict inclusion criteria (narrowing the sample to 54 MCs included in the analysis), and examined the characteristics of the MCs' scope and nature. Most MCs focused on aging-related health/disease conditions, highlighting the decline mentality underlies such training. Future efforts should entail analysis of the competencies addressed by MCs as it is critical to ensure alignment between gerontological MCs and established gerontological competencies and standards and to differentiate MCs from formal academic programs.